THE IMPACT OF TASK-BASED LANGUAGE TEACHING ON SPEAKING FLUENCY IN EFL LEARNERS
Mots-clés :
Communication skills, collaborative learning, interaction, memorization, oral performance, pronunciationRésumé
This article explores the effects of task-based language teaching (TBLT) on the speaking skills of EFL learners. Participants were divided into an experimental group, which received instruction through task-based speaking activities, and a control group, which followed conventional communicative methods. The TBLT instruction incorporated oral presentations, collaborative discussions, problem-solving, and creative tasks. Learners’ oral performance was assessed through pre- and post-tests covering pronunciation, grammar and vocabulary, discourse management, and interactive communication. Attitudes toward the teaching approach were evaluated using questionnaires. The findings indicate that task-based activities significantly improve oral proficiency, increase confidence, reduce anxiety, and promote collaboration. The study demonstrates that TBLT is an effective, learner-centered approach for enhancing speaking fluency and communicative competence in language learning contexts.
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